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A framework for identifying mathematical arguments as supported claims created in day-to-day classroom interactions
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Number of Authors: 22018 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 51, p. 15-27Article in journal (Refereed) Published
Abstract [en]

This article addresses how to distinguish mathematical arguments created during whole class discussions in grades 3-5 in Sweden, while taking a broad range of communicational resources, such as speech, drawings and symbols, into account. We present a step-by-step framework of how to systematically reconstruct mathematical arguments. The framework is developed drawing on Toulmin's model of argumentation and a multimodal approach. When giving account for the framework, we show how various communicational resources convey the mathematical meaning of the arguments created. The framework can be used for further research investigating interaction in classroom settings, for teacher students as a basis for reflection during practicum periods, as well as a lens for teachers in identifying informal and formal mathematical arguments in day-to-day communication in the mathematics classroom.

Place, publisher, year, edition, pages
2018. Vol. 51, p. 15-27
Keywords [en]
Mathematical arguments, Framework, Multimodality, Classroom communication
National Category
Mathematics
Identifiers
URN: urn:nbn:se:su:diva-160244DOI: 10.1016/j.jmathb.2018.06.005ISI: 000442439500002OAI: oai:DiVA.org:su-160244DiVA, id: diva2:1249670
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-09-20Bibliographically approved

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Nordin, Anna-KarinBjörklund Boistrup, Lisa
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